Word Study LearningP

NEW YORK TORONTO LONDON AUCKLAND SYDNEY
M E X I CO C I T Y N E W D E L H I H O N G KO N G B U E N O S A I R E S
Word Study Learning Packs Scholastic Teaching Resources

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Cover design by Jay Namerow

Chart illustrations by Kelly Kennedy and Doug Jones
Chart designs by Maria Lilja, Jason Robinson, and NEO Grafika
Teaching pages design by Maria Lilja
Teaching material written by Jacqueline B. Glasthal, Jeanne Rosenblatt, and Christy Jehn
ISBN-13: 978-0-439-90363-9
ISBN-10: 0-439-90363-7
Copyright 2007 by Scholastic Inc.
Published by Scholastic Inc. All rights reserved.

Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 14 13 12 11 10 09 08 07
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Overused Words
Good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Nice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Beautiful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Big . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Said . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Roots
Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Prefixes
Un-, Pre-, De-, Re-, Dis-, Bi-, Im- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Tele-, Anti-, Uni-, Sub-, Inter-, Ex-, Com- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Suffixes
-ist, -ment, -ion, -arium, -ize, -ish, -ous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
-ology, -ful, -some, -or, -ly, -ate, -ness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Idioms
Animal-Related . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Plant-Related . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Compound Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
3
Introduction
The research is clear: a rich vocabulary is crucial for students to
become successful readers and writers. But what is the best way to teach
students vocabulary? Researchers Michael Graves and Susan Watts-Taffe
(2002) have suggested that teaching individual words, teaching word-learning
strategies, and fostering word consciousness are three important parts of a good
vocabulary program. The goal of this book is to help you with all three. Exploring
synonyms for overused words such as said, nice, and beautiful will help your students
learn individual words. Getting to know roots, prefixes, and suffixes will add to students
repertoires of word-learning strategies and making them aware of idioms and metaphors
will help you create a classroom environment where a love of words is valued.
Each word-study packet includes a mini-chart, a teaching page, and two reproducible
activity pages. The teaching page provides suggestions for introducing each chart as well as
additional activity ideas. The reproducibles are perfect for homework and independent work.
Suggest that students store the mini-charts in a folder or notebook
so they can use them as references when they are writing. You may
want to create a bulletin board display for each chart. Encourage

students to find words related to the topic of each chart and post
them on index cards alongside it. As you introduce each chart, be
sure to have dictionaries and thesauruses available for students.
Consulting more than one reference and comparing definitions
and synonyms will enrich students study of words.
4
5
Overused Word: Good
Getting Started Goodie, Goodie!
Write these five sentences on your chalkboard: Ask students if they think they ever overuse the word good
in their own writing. Then distribute a copy of page 8 to
Last nights dinner was good.
each student. Explain that the made-up letter shown here
I am a good student. was written by a child who relies on the word good too
My mom let me stay up late because I was often. It is up to your students to help him improve his letter
good all day. by finding other words to replace good. Have students use
the mini-chart as reference, but assure them that they need
This is a good sentence.
not limit themselves to the synonyms found on the chart.
I just finished reading a really good book. (If possible, also provide students with a thesaurus to help
them with this activity.) When students are done, compare
Ask students if the word good means the same thing in
their letters, pointing out how the specific words they chose
each sentence. (No.) Invite students to brainstorm additional
can have an effectsubtle or noton each sentences
words that would work in each case. Point out how there
meaning.
may even be slight distinctions among meanings, depending
on which word choice they decide on. For example, to call a
dinner scrumptious has a more emphatic connotation than I Am Good At . . .
describing it as tasty. Once you have a few synonyms listed,
Now that students are conscious of how many meanings
give students a copy of the mini-chart on page 5. Point out
the word good can have, and how it can be overused if
just how many other words there are that, at times, are
they are not careful, challenge students to write an essay
good replacements for the word good in a sentence.
titled Something I Am Good at Doing. When writing their
paragraphs, remind students to rely on a variety of synonyms
The Many Meanings of Good for the word good, depending on what point they are trying
to make. When theyre done, offer students an opportunity
Distribute a copy of page 7 to each student and explain that
to read their final papers aloud to their classmates.
a few different definitions of the word good are listed here,
along with a sentence that relies on each meaning.
Challenge students to match each definition with the sentence
in which that meaning applies. You can also extend this

activity by having students look up other definitions for the
word good in a dictionary, then creating an original sentence
for each one.
Answers: Page 7: a. 5; b. 7; c. 2; d. 4; e. 3; f. 1; g. 6.
Answers on page 8 will vary.
6
Name _______________________________________________ Date _____________________________
Good for You!

The word good has many different meanings. Listed below are a few of these. Draw a line matching each
sentence on the left with the definition that seems most appropriate to that sentence on the right side.
Sentences Definitions
a. Vitamin C is supposed to be 1. Suitable or appropriate

good for a cold.
b. Most people think Evan looks 2. Skilled

good in a suit.
c. I wish I were as good a painter 3. Kind

as you.
d. Even after it fell in the water, 4. Undamaged

the watch was still good.
e. Its very good of you to help 5. Healthy or wholesome

Eva with her homework.
f. This is a good outfit for camping. 6. Close or loyal
g. Genevieve has always been 7. Handsome or attractive

a good friend to me.
7
Name _______________________________________________ Date _____________________________
Such a Good Day!

Ari is writing a letter to his friend, Sharettabut he used the word good a few times too many! When he
realized it, he replaced each good with a blank space instead. For each, find an appropriate replacement
adjective for Ari to use.
Dear Sharetta,
Leo and I had a ____________________ time at the

carnival yesterday. Wish you could have been there. A band played
really ____________________ music the whole time. And you
should have seen some of the snacks they were selling. I spent too
much of my spending money on them. But it was worth it. They were
so ____________________!
My favorite ride was the roller coaster. It was really

____________________. I also liked the jugglers and other
performers. They were all quite ____________________ at
what they did. We got home late, and it was a long day. But I wore
my ____________________ sneakers, so even though we

walked a lot, I never got tired.
Hope you can come with us next time!
Best regards,
Ari
8
Overused Word: Nice
Getting Started A Really Nice Note
Write these five sentences on your chalkboard: Ask students if they think they ever overuse the word nice in
their own writings. Then distribute copies of the reproducible
Andrew gave me a really nice present.
on page 12. Explain that the made-up letter shown here
It was nice of you to help me was written by a child who relies on the word nice too
carry my groceries. often. It is up to your students to help him improve his
letter by finding other words to replace nice. Students can
Today we had a nice day at the zoo. use their mini-chart as reference, but assure them that they
What a nice hat youre wearing! need not limit themselves to the synonyms found on the
chart. (If possible, also provide students with a thesaurus
The pitcher made a nice throw to help them with this activity.) When students are done,
to the outfield. compare their letters, pointing out how the specific words
they chose can have an impactsubtle or noton each
Ask students if the word nice means the same thing in each
sentences meaning.
sentence. (No.) Then invite students to brainstorm additional
may even be slight distinctions among meanings, depending Precise Paragraphs
on which word choice they decide on. For example, to call Now that students are conscious of how many meanings the
a person kind and courteous are similar, and both reflect word nice can have, and how it can be overused if they are
a type of niceness, but they do not mean the exact same not careful, challenge students to write an essay titled The
thing. Once you have a few synonyms listed, distribute Nicest Thing Anyone Ever Did For Me. When writing their
copies of the mini-chart on page 9. Point out just how paragraphs, remind students to rely on a variety of synonyms
many other words there are that, at times, are nice for the word nice, depending on what point they are trying to
replacements for the word nice in a sentence. make. When theyre done, offer students an opportunity to
read their final paragraphs aloud to their classmates.
Nice Tries!
Distribute copies of the reproducible on page 11, and
explain that a few different definitions of the word nice

are listed on it, along with a sentence that relies on each
meaning. Challenge students to match each definition with
the sentence in which that meaning applies. You can also
extend this activity by having students look up other
definitions for the word nice in a dictionary, then creating
an original sentence for each one of those as well.

Page 12 answers will vary.
10
Name _______________________________________________ Date _____________________________
Nice Tries!
The word nice has many different meanings. Listed below are a few of these. Draw a line matching each
a. I bought a nice jacket at the 1. pleasant
mall yesterday.
b. Carrie was nice enough to show 2. kind

my aunt around town.
c. Weve been having such nice 3. respectable or polite

weather lately.
d. That ball player throws a really 4. good-looking

nice curveball.
e. It isnt nice to interrupt people 5. accomplished or skillful

when theyre speaking.
f. The cozy inn looked really nice. 6. gratifying
g. It was nice for Yesemia to have

so many friends in the audience 7. inviting
at her recital.
11
Name _______________________________________________ Date _____________________________
A Really Nice Note

Jos is writing a letter to his friend, Brianbut he used the word nice a few times too many! When he
realized it, he replaced each nice with a blank space instead. For each, find an appropriate replacement
adjective for Jos to use.
Dear Brian:
Thanks for inviting me to your familys cottage for the weekend.

I had a really ____________ time. Im also glad we had
____________ weather for it. It was really ____________
to go fishing and swimming with you.
It was also ____________ to meet everyone in your family.

Your brothers, sisters, and parents were all really ___________ .
You all did such a ____________ job of making me feel welcome.
I hope I can return the favor, and invite you to a sleepover at my

house really soon. Wouldnt that be really ____________?
Thanks again! Word Study Learning Packs Scholastic Teaching Resources
Your friend,
Jos
12
Overused Word:
Beautiful
Getting Started What a Wedding!
Write these three sentences on your chalkboard: Ask students if they think they ever overuse the word
beautiful when they speak or write. Then distribute a copy
The storybook was about
of the reproducible on page 16 to each student. Explain that
a beautiful princess. the made-up letter shown here was written by a student
The window overlooked who relies on the word beautiful too often. It is up to your
a beautiful flower garden. students to help her improve her letter by finding words to
replace it. Invite students to refer to the mini-chart and/or
The museum contained
the collage they made for ideas, but assure them that they
beautiful works of art. need not limit themselves to these synonyms. When students
Point out to students that in the first sentence beautiful are done, have them compare their letters, pointing out
refers to a person, in the second to a place, and in the third how the specific words they chose affected their versions
to a thing. Distribute a copy of the mini-chart on page 13 to of the letter.
each student. Read through the words as a group. Discuss
as a class which are valid replacements in each of the three
sentences above. (Most of the words would fit relatively
Better Than Beautiful
Now that students are conscious of how many synonyms
well into all three contexts.)
for beautiful there are, challenge students to write an essay
titled The Most Beautiful Thing Ive Ever Seen. When writing
Make a Beautiful Collage their paragraphs, remind students to rely on a variety of
For this activity, youll need to provide students with a diction- synonyms for the word beautiful, depending on what point
ary and/or thesaurus, old magazines from which they can cut they are trying to make. When theyre done, offer students
out pictures, poster board, glue, scissors, and crayons or an opportunity to read their final papers aloud to their
markers. Distribute a copy of page 15 to each student. Using classmates. (They might also wish to create an illustration
a dictionary and/or thesaurus, instruct students to look up a to accompany their writings.)

definition and/or synonyms for each word on the page. These
should be written in the appropriate space within each words
box. Next distribute scissors and old magazines to students.
Invite students to cut out pictures of people, places, and
things that reflect their ideas of beauty. They should also color
in the words and cut out the boxes from the reproducible.
Finally, using poster board, glue, and the words and pictures
theyve cut out and collected, have students create a collage
reflecting what beauty means to them.
14
Name _______________________________________________ Date _____________________________
Pretty as a Picture Collages

Write a definition and synonyms for each different adjective in the space given. Then color in the
adjectives, and cut out the boxes. Use these along with magazine pictures to create a collage about what
beauty means to you.
15
Name _______________________________________________ Date _____________________________
What a Beautiful Day!

Bonnie is writing a letter to her friend, Mirandabut she has used the word beautiful a few times too
many! When she realized it, she replaced each beautiful with a blank space instead. For each, find a
different adjective for Bonnie to use.
Dear Miranda,
My cousin got married yesterday and I got to go to the wedding. It

is the first one I have ever been to in my life. It was so ___________ ,
you wouldnt believe it! The bride was dressed in a ____________
gown, and there were ____________ flowers everywhere.
The ceremony was held in a ____________ church. Then we went
out back to a ____________ garden. Thats where the reception
the party that takes place after the weddingwas held.
On each table was a ____________ bouquet of flowers. They

even smelled ____________, too! My dad gave me a
____________ corsage to wear for the occasion also. And you
should have seen the dress I wore! It was more ____________
than the ones princesses get to wear in fairy tales!

Anyway, as you can tell from my description, it was a truly
____________ day!
Write back soon!
Love,
Bonnie
16
Overused Word: Big
Getting Started The Big Move
Ask students what they think of when they hear the word Ask students if they think they ever overuse the word big
big. Write their ideas on the chalkboard. Then post these in their own writing. Then distribute a copy of page 20 to
five sentences next to them: each student. Explain that the made-up letter shown here
was written by a child who relies on the word big too often.
Did you notice that big sculpture in the lobby?
It is up to your students to help her improve her letter by
Choosing a career is a big decision. finding other words to replace big. Students can use the
Keesha was called into the big bosss office to receive mini-chart as reference, but assure them that they need
her promotion. not limit themselves to the synonyms found on the chart.
(If possible, provide students with a thesaurus to also help
Lets give Julio a big round of applause!
them with this activity.) When students are done, compare
Janice got caught in a big lie. their letters, pointing out how the specific words they chose
can have an effectsubtle or noton each sentences
Ask students if the word big means the same thing in each
meaning.
sentence. (No.) Invite students to brainstorm additional
may even be slight distinctions among meanings, depend- How Big?
ing on which word choice they decide on. For example, Now that students are conscious of how many meanings
describing a sculpture as colossal implies that it is perhaps the word big can have, and how it can be overused if they
more majestic-looking than another that is described as are not careful, challenge students to write an essay titled
hulking. Once you have a few synonyms listed, distribute a The Biggest Animal Ive Ever Seen. When writing their
copy of the chart on page 17 to each student. Point out just paragraphs, remind students to rely on a variety of synonyms
how many other words there are that, at times, are good for the word big, depending on what point they are trying to
replacements for the word big. make. When theyre done, offer students an opportunity to
read their final papers aloud to their classmates.
Big Differences
Distribute a copy of page 19 to students, and explain that
a few different definitions of the word big are listed here,

along with a sentence that relies on each meaning.
Challenge students to match each definition with the
sentence in which that meaning applies. You can also
extend this activity by having students look up other
definitions for the word big in a dictionary, then creating
an original sentence for each one.

Page 20 answers will vary.
18
Name _______________________________________________ Date ____________________________
Big Differences
The word big has many different meanings. Listed below are a few of these. Draw a line matching each
a. Megan is a big talker, but she 1. of great size, number, or amount
doesnt always do what she
says that she will.
2. of great power or volume

b. Someday, when Im big,
I want to travel around
the world.
3. important to somebody
c. A big box was delivered to
Phillips house yesterday.
4. significantly or surprisingly great
d. Darrell shows his big heart
by doing volunteer work.
5. older or grown-up
e. It is a big honor to participate
in this awards presentation.
f. Kara got a big round of 6. generous or noble

applause after her recital.
g. Yelling at my sister was 7. boastful or unrealistically ambitious

definitely a big mistake.
19
Name _______________________________________________ Date _____________________________
A Big Deal Good-bye

Kia is writing a letter to her friend, Jaredbut she used the word big a few too many times! When she
realized it, she replaced each big with a blank space instead. For each, find an appropriate adjective
for Kia to use.
Dear Jared,
Thank you so much for my ____________ good-bye party.

It was a really ____________ surprise! I was amazed at what a
____________ group of people you invited. I didnt even think I
knew that many kids!
The house we just moved to feels so ____________ especially

compared to our old apartment. Theres a ____________ yard
behind it, and a ____________ playground at the end of the block.
The school is really ____________ also. Even figuring out where all
of my classes are feels like a really ____________ deal!
My mom says that soon Ill be ____________ enough to take

the bus by myself to visit you. I cant wait! In the meantime, dont forget
that you promised to send me a ____________ letter as soon as

you got this one. So dont forget!
Remember also to give a ____________ hello to your parents

and sister for me.
Miss you already!

Kia
20
Overused Word: Said
Getting Started Did Someone Say Synonyms?
Some grammar experts list said among the 50 most As students should have noticed by now, some of the
commonly used words in the English language. Yet, though it substitutes for said have somewhat different meanings.
can be a useful word, it gives no information as to the tone All indicate that the words are spoken aloud. But the word
of the speakers within a conversation. In these exercises, used determines more specifically how it is enunciated.
students will experiment with synonyms for said to see how With this in mind, have students complete page 24 on their
they can help bring a dialogue to life. own. It lists some of these optionsbut offers students a
chance to suggest synonyms for them.
Write a sentence like this one on your chalkboard:
There is too much talking in this room, Dialogue Charades

___________________ the teacher. After going over page 24 as a group, direct students to cut
out the synonyms on the worksheet. Then collect them. (As
Review with children the way that dialogue like this should an alternative, distribute an index card to each student, and
be punctuated. Then ask students to suggest synonyms for have each student place any random alternative for said on it.)
said that might fit well within the blank. For each suggestion Place these words in a bag, and then write a simple declarative
they make, invite a student volunteer to act out how the sentence on the chalkboard, such as Every day I walk to
sentence would sound if spoken this way. (For example, school. Have students take turns pulling out a card from the
having the statement whispered, claimed, stammered, bag. Then, without showing anyone else what it says, have the
and screamed would all obviously sound quite different!) student read the statement on the board in the tone suggested
Make sure students understand how much more specific the by the card he or she selected. The goal is for classmates to
tone of the dialogue becomes by replacing the verb said see whether they can determine which synonym for said the
with one of these other possibilities. When they have the student used as he or she spoke the sentence.
idea, distribute a copy of the mini-chart on page 21 to each
student. It suggests additional synonyms for students to use
as they complete the following activities.
He Said, She Said
There are times, tell students, when tags such as he said
and she said are not needed at all in a dialogue. This is
Say It Isnt So . . . when it is clear, simply by what the speakers are saying, who
Ask students if they have ever gotten into trouble because is speaking and when. To give students an example of how

an adult told them that he or she didnt like the students this works, read them an excerpt from a book such as Who
tone of voice. Tell students that in this activity they are going Was That Masked Man, Anyway? by Avi. Then challenge
to have a chance to change the meaning of a dialogue, simply them to create their own fictional dialogue between two or
by changing the tagsthe words like he said or she said more people without relying on any tags at all. The goal will
that clarify who is speaking. With this in mind, distribute page be to have it clearsimply by the things they saywhat the
23, and have students complete it on their own. (Remind characters basic personalities are, and who is speaking when.
students that the chart suggests additional alternatives for
said to help them. Students should not, however, limit
Answers: Answers will vary. Possible answers to page 23 that
themselves to these options.) would result in very different conversational tones include:
snarled/queried; grumbled/ responded; demanded/asked;
asserted/insisted; cried/pleaded; muttered/ answered.
Possible synonyms for page 24: 1. murmured; 2. yelled;
3. mumbled; 4. begged; 5. snapped; 6. asserted; 7. stuttered;
8. sobbed; 9. growled; 10. whimpered.
22
Name _______________________________________________ Date _____________________________
Say What?!
Shown below are two copies of the same dialogue. Change the way it sounds by placing different
synonyms for said within the blanks each time. Then compare your versions with the ones your
classmates came up with.
Here are some Dialogue #1

replacements for
said you might want Excuse me, can I help you? ________________ Alex.
to choose from:
No, I dont think so, ________________ Casey.
DEMANDED
SCREAMED What did you say? ________________ Alex.

MUTTERED
You heard me, ________________ Casey.
ASSERTED
STAMMERED
No, I really didnt. Please say it again, Alex _______________.
INSISTED No, never mind. It doesnt matter, anyway,

MUMBLED Casey ________________.
STATED
EXCLAIMED
Dialogue #2
CRIED
Excuse me, can I help you? ________________ Alex.
WHISPERED
SNARLED No, I dont think so, ________________ Casey.

ROARED
What did you say? ________________ Alex.
QUERIED
RESPONDED You heard me, ________________ Casey.
REQUESTED No, I really didnt. Please say it again, Alex _______________.

PLEADED
No, never mind. It doesnt matter, anyway,
AGREED
Casey ________________.
23
Name _______________________________________________ Date _____________________________
You Said It!

Listed below are some words describing how something might be spoken. Next to each, write another
word that is similar in meaning. (If you like, use a thesaurus to help you.)
1. 6.
whispered declared
2. 7.
shouted stammered
3. 8.
muttered cried

4. 9.
pleaded barked
5. 10.
retorted whined
24
Meet Ms. Metaphor . . .
Getting Started Lets Get Literary
An effective metaphor makes a connection between two Distribute to each student a copy of page 27, and read it as
things that, on the surface, seem to have nothing in a group. Ask students to explain in their own words what
common but that actually share one or more unique Shakespeares metaphor is here. (In it, Shakespeare is saying
qualities. Understanding and creating metaphors can help that life is like a play: the world is the stage and human
students look at all sorts of things with a fresh eye and beings are the actors.) When you feel students understand
use words in vivid ways. the way this metaphor works, organize students into
groups and assign each to a different poem or picture book
Ask students in what ways superheroes are like books. Jot
containing one or more metaphors. Challenge students,
their responses on the chalkboard. Then use their answers
working as a group, to identify at least one metaphor, and
to demonstrate how metaphors can be created by finding
explain it to the class. (Some picture books that work well
similarities between items as different as these. For example,
for this activity include Jane Yolens Owl Moon, Rick
a superhero might describe herself like so: I am a book
Waltons Cars at Play, Leo Leonnis Frederick; and Libby
full of imagination, adventures, and unexpected twists and
Hathorns The Wonder Thing.)
turns. Ask students to explain in their own words what
makes this a metaphor, as well as how it differs from similes.
(The superhero calls herself a book, without using like, as, Unlikely Connections
or than to make the comparison.) Point out to students that certain expressions in our language
started out as metaphorsusing names that were borrowed
Fleshing out a Metaphor from other things. Write these phrases on the chalkboard to
give students the idea: eye of a needle, face of a cliff, hands
Distribute a copy of page 25 to each student. Discuss
of a clock, and branch of a river. Obviously, needles dont
the metaphorsand what each one says about the
really have eyes, just as clocks dont have hands, and cliffs
superheroas a group. Then, challenge students to select
dont have faces. Still, these items got their names because
one metaphor from the chart and expand it into a poem or
when people needed to identify them, they found a way to
prose paragraph from Ms. Metaphors perspective. As with
compare them with something else they could relate to.
the book/superhero example given above, have
Once students understand how these phrases too, are a
students start their pieces with the words I am or My
type of metaphor, distribute page 28. Challenge students to
[eyes/brain/smile, etc.] is/are . . .

find a new name for each item described.
Answers: Page 28: Students answers will vary. For reference,

however, the part of a microphone into which one speaks is
technically called its head; the metal ring between a pencils eraser
and the part with the lead is a ferrule; the metal hook at the end
of a tape measure is known as the end hook, or true zero; the
part of a microscope that one looks through is the eyepiece; the
narrow part of an hourglass is called the waist; and the thin wire
in a light bulb that helps it produce light is the filament.
26
Name _______________________________________________ Date _____________________________
ALL THE WORLDS A STAGE

A Shakespearean Metaphor
All the worlds a stage,

And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurses arms.
And then the whining schoolboy, with his satchel
And shining morning face, creeping like a snail
Unwilling to go to school . . .
(From William Shakespeares As You Like It, Act 2 Scene 7)
27
Name _______________________________________________ Date _____________________________
The Rename Game

Can a clock applaud with its hands? Of course not! But still the hands of a clock got their name because
someone saw that this part of a clock looked a lot like hands! Now see if you can come up with a
metaphorical name for each item shown here and briefly explain.
1. The part of a microphone into which you speak or sing might be called the microphones
_______________________. Why? ______________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. The metal ring on a pencil between its eraser and the part holding the lead might be called the
pencil _______________________. Why? _______________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. The metal hook at the end of a tape measure might be called its __________________________.
Why? ______________________________________________________________________________
___________________________________________________________________________________
4. The part of a microscope that you look through might be called ___________________________.
Why? ______________________________________________________________________________

___________________________________________________________________________________
5. The narrow part of a sandglass or hourglass might be called its ___________________________.
Why? ______________________________________________________________________________
___________________________________________________________________________________
6. The thin wire in a light bulb that helps it produce light might be called _____________________.
Why? ______________________________________________________________________________
___________________________________________________________________________________
28
Latin Roots
Getting Started Easy As Uni-, Bi-, Tri-
English has been borrowing from Latin even before English Teaching prefixesmany of which come from Latinwill
was a language! Groups who conquered England, the also improve students ability to decode unfamiliar words.
Angles and Saxons in the fifth century and the French- Challenge students to brainstorm words not included on
speaking Normans in the eleventh century, added a variety the chart that contain the prefix bi-. (These include: biopsy,
of Latin-based words from their native languages to the biannual, biennial, biathlon, bicuspids, biceps, and
developing language we call Old English. Later, during the binoculars.) Working from the meanings of those words
Renaissance, many Greek and Roman classics were revived, with which they are already familiar, see if students can
and the translators did not always bother to replace ancient surmise what the Latin prefix bi- means. Lead students to
Greek and Latin words with modern English ones. Thus, the conclusion that bi- refers to two, twice, or both things.
these words too became part of the ever-evolving language. (For example, bifocals allow you to see both near and far.)
To this day, Latin roots are often used to create new words For more practice with number-related Latin prefixes, have
in English. It is estimated that more than 50 percent of students complete page 31.
our current vocabulary derives, either directly or indirectly,
from Latin.
Creating a Latin Roots
Write the words auditorium, audible, and audience on the
chalkboard. Ask students to notice what they have in common.
Mini-Dictionary
(All begin with the letters a-u-d.) Add to the list other words Have students create a quick reference guide for Latin roots.
students can think of that share this root. (These include: Distribute a copy of page 32 to each student (or pair). Let
audio, audition, audit, and auditory.) Then challenge students each choose six Latin roots. Possibilities include: alt (high),
to look for similarities among their meanings. Given what they bell (war), cent (one hundred), fort (luck), med (middle),
notice, can students guess what the Latin root aud might port (carry), and vac (empty). Following the directions
mean? Lead students to the conclusion that aud is a Latin on page 32, demonstrate to students how to use the
root meaning to hear. reproducible to make their own Latin roots mini-dictionary.
When they are finished they should have an eight-page
mini-dictionary with a cover listing the six selected roots
More Latin Roots and each of the interior pages showing one of the root
Distribute copies of the mini-chart on page 29 to students. words, its meaning, and a list of words containing that root.
Point out that roots can appear at the beginning, middle, Encourage students to draw cartoons or pictures to help
or end of a word. Write any additional words students can them remember the root words. Use the last page, Finalis,

think of that share the same root as those on the mini- as a model. When students are done, invite them to share
chart. Challenge students to use the definitions of those and display their mini-dictionaries.
words they know to determine the meaning of the common
root. (Point out that students may see Latin roots written in
several ways, depending on the source. For example, man
may also appear as manus.) Tell students to use the chart
Answers: Page 31: 1. unicorn; 2. unicycle; 3. unify; 4. unit;
as a reference page for the remaining activities.
5. unique; 6. bisect; 7. biennial; 8. bicameral; 9. bicentennial;
10. biceps; 11. triangle; 12. triad; 13. triceratops; 14. trident;
15. trivet. Bonus: unison, together as one; bilingual, able to speak
two languages; triplets, three children born at the same birth.
Page 32: Answers will vary.
30
Name _______________________________________________ Date _____________________________
Easy As The Latin Prefixes UNI-, BI-, TRI-

Select the correct word from the word box to help you complete each of these definitions.
A hint is given for each sentence.
WORD BOX
unicycle unison bicameral bisect triceratops triad
unify unique biceps bicentennial trident trivet
unicorn unit biennial bilingual triplets triangle
1. A __________________ is a mythical animal with a single horn on its head. (UNI)
2. A __________________ is a vehicle having only one wheel. (UNI)
3. To __________________ means to bring together to form a single group. (UNI)
4. A __________________ is a single person, thing, or group often made up of different items. (UNI)
5. A __________________ item is the only one of its kind. (UNI)
6. To __________________ means to split something into two parts. (BI)
7. A __________________ event takes place every two years. (BI)
8. The United States legislature is __________________. It is made up of the Senate and the
House of Representatives. (BI)
9. A __________________ celebrates the 200th anniversary of something. (BI)
10. Your __________________ is the large muscle on the front of your arm between your
shoulder and inner elbow. (BI)
11. A __________________ is a closed shape with three sides and three angles. (TRI)
12. A __________________ is a group of three people or things. (TRI)
13. A __________________ was a plant-eating three-horned dinosaur. (TRI)
14. A __________________ is a weapon, spear, or instrument with three prongs at one end. (TRI)
15. A __________________ is a three-legged stand or support, used for placing hot pans and dishes. (TRI)
BONUS: When youre done, you should be left with three unused words, each with a different Latin prefix. On the back of
this sheet write your own definition for each of these.
31
Name _______________________________________________ Date _____________________________
Latin Roots Mini-Dictionary

To make your mini-dictionary, cut out the large square. Fold it in half top to bottom and left to
right so the cover faces you. Cut along the dotted lines on the top fold to create six interior
pages. Choose six Latin roots and write them on your mini-dictionary cover. On each interior
page, write and define one of the roots and list at least three words that contain the root.
Include drawings to help you remember the meanings of the root and the related words.
My Latin Roots
My LaFinalis
tin Prefix
The Latin root Mini-Dictionary
Mini-Dictionary
meaning last,

final moment, or end.
Found in such words as:
finale
final
finalize
finalist
finally
32
Greek Roots
Getting Started Its All Greek To Me
Greek is by far the oldest of all living European languages. After distributing a copy of page 35 to each student, explain
Modern Greek is not all that different from the version used that it contains a number of words that also originate with
by ancient Greek writers and poets more than 3,000 years the ancient Greeks. In this case the words are named after
ago. The cultures influence on current mathematical and a real person or a mythological being. Having students work
scientific thought is also well documented. So its not too on their own or in groups, ask them to research what each
surprising that Englishs ever-growing science and technology- word means, as well the person or mythological being it
related vocabulary owe more to its Hellenic roots than to comes from.
any other language.
Have students name things they associate with ancient No Fear of Phobias
Greece, such the Olympics, Greek myths, the Trojan War, Redirect students attention to the root phob, found on the
and Socrates. Tell students that today many of the words chart. Then invite students to list some fears and phobias
in the English languagejust as many of our ideas about that they have. Tell them that, chances are, each of these
philosophy, culture, government, and democracyalso have has a scientific name that ends with the suffix phobia also.
their roots in this ancient culture. Organize students into five Before having students attempt to track down the scientific
groups and assign each to one of the Greek roots shown names of their own particular fears, distribute and have
on the mini-chart. Offer students five minutes or so to students complete page 36. (For additional phobia names
brainstorm some English language words that originate from and their meanings, see
that root. Write students ideas on the chalkboard. Then http://www.ncpamd.com/Kids_Pages.htm.)
distribute a copy of the mini-chart on page 33 to each
student to see how many of the words that they came up
with are found there. Be sure students understand the Answers: Page 3: Atlas was: a man forced to hold up the heavens
meaning of each of these words. Point out that students on his shoulders; an atlas is: a book of maps. Narcissus was:
may see Greek roots written in several ways, depending on a handsome youth who was caused to fall in love with his own
reflection; a narcissist is: someone who is self-centered and overly
the source. For example, chron may also appear as chronos. in love with him or herself. Adonis was: a handsome youth loved
by Aphrodite, the goddess of love; an Adonis is: a very handsome
young man. The Labyrinth was: a mythical underground maze that
Getting To the Root of the Matter housed a bull-headed monster called the Minotaur; a labyrinth is:
any confusing network of tunnels, passages, and/or paths. Mentor
Distribute a copy of page 35 to each student. Then organize

was: Odysseus sons teacher and protector in Homers Odyssey;
students into groups, and assign each to determine the a mentor is: a tutor, coach, or other trusted adviser. Thespis was:
meaning of a new word that shares the same root as the an ancient Greek poet, considered the father of Greek tragedy;
a thespian is: an actor or actress. The Titans were: Sons of
one that group has been assigned. (Possibilities might the goddess Earth, who ruled the cosmos before the
include phobic, chronicler, cyclometer, graphology, and Olympians; a titan is: someone who is extraordinarily
bibliophile.) Let groups compare their definition with the powerful, intelligent, or physically imposing.
Page 4: Triskaidekaphobia = fear of the number 13;
dictionary definition to see how close their answer was. Arachnophobia = fear of spiders;
Agoraphobia = fear of leaving a safe place;
Hydrophobia = fear of water;
Acrophobia = fear of high places;
Xenophobia = fear of strangers or foreigners;
Monophobia = fear of being alone
34
Name _______________________________________________ Date _____________________________
Its All Greek To Me!

Research the story of each person or mythological being listed below, as well as the vocabulary
word that comes from that name.
Atlas was: ____________________________________________________
An atlas is: ____________________________________________________
Narcissus was: ____________________________________________________
A narcissist is: ____________________________________________________
Adonis was: ____________________________________________________
An Adonis is: ____________________________________________________
The Labyrinth was: ____________________________________________________
A labyrinth is: ____________________________________________________
Mentor was: ____________________________________________________
A mentor is: ____________________________________________________

Thespis was: ____________________________________________________
A thespian is: ____________________________________________________
The Titans were: ____________________________________________________
A titan is: ____________________________________________________
35
Name _______________________________________________ Date _____________________________
No Fear of Phobias!
Draw a line connecting the name of each fear with its correct definition. (Hint: Start by looking
for clues within Latin or Greek roots that you recognize from other words that you know.) If
necessary, use a dictionary to help you.
Phobias Meaning
Triskaidekaphobia Fear of being alone
Arachnophobia Fear of the number 13
Agoraphobia Fear of strangers or foreigners
Hydrophobia Fear of high places
Acrophobia Fear of leaving a safe place
Xenophobia Fear of spiders

Monophobia Fear of water
36
Unlock the Power
of Prefixes!
Getting Started Word Changing
What are prefixes? Explain to the class that they are mean- Provide each student with a copy of the mini-chart on page
ingful word parts that come at the beginning of a word. 37. Go over the seven words that appear on the chart.
Understanding the meanings of prefixes will help students Discuss how each prefix gives meaning to the base word.
figure out the meanings of many words that contain the Then ask students to think up as many words as they can
prefix. that begin with that particular prefix. For example, the word
untie can be broken down into the prefix un- and the word
Below is a list of several different prefixes. Ask students
tie. Un- reverses the action of tying. Other words beginning
to brainstorm words that begin with each one.
with the prefix un- include unleash, undo, and unveil. As an
a- (without) mis- (wrong/bad) extension, with a twist, encourage students to try coming
ab- (away from) non- (not) up with other prefixes that can be attached to each of the
co- (together with) ob- (against) base words. For example, untie might become retie; reread,
ex- (former) post- (after) misread; and preview, review.
mal- (bad) sub- (under)
Divide the class into two teams. Using the list of words
below, ask each group to take turns adding a prefix that
Point out to the class that while most prefixes have only
creates a meaningful new word. Then have each team try
one written form, others change slightly when added to
using the word in an imaginative sentence.
base words that begin with vowel sounds or with specific
consonants. For example, in words such as antacid and happy hold
Antarctic, anti- becomes ant-. Similarly, in- changes before school game
base words that begin with the letters b, l, m, p, and r, as in able live
the words imbalance and illegal. behave man
color pay
Most prefixes have only one or two meanings. The
open believable
meaning of the base word will always change in the same
way when these prefixes come at the beginning of certain
Word Building
words. For example, when you add the prefix in- (not) to a
word, such as effective, the word ineffective means not The reproducible on page 39 asks students to use their
effective. Similarly, atypical means not typical. You might knowledge of prefixes to build new words that begin with
want to explain to the class that some prefixes have the a particular prefix. The Word Detective reproducible on page
same meaning. For example, both un- and in- can mean 40 has students break down words into the prefix and root
not, while both de- and dis- mean do the opposite of, as or base word. Students are also asked to explain how the
in the words defrost and disagree. prefix changes the meaning of the word.
Answers: Page 39: Answers will vary. Page 40: 1. unlucky: not;
not lucky, 2. rewind: again; wind again 3. misplace: wrong; place
wrongly 4. coexist: with; exist with 5. prehistoric: before; before
history 6. supermarket: higher in quality or quantity; huge market
7. overachieve: above; achieve more 8. underweight: below;
below weight 9. abnormal; not; not normal 10. multilingual:
many; fluent in many languages
38
Name _______________________________________________ Date _____________________________
Word Building
Add a base word to each house to build a new word. Then write the definition of the word below the house.
pre- contra-
(before) (against)
1. 6.
mis- re-
(wrong) (again)
2. 7.
non- ultra-
(not) (extremely, beyond)
3. 8.
ob- pro-
(against) (before, in front of)
4. 9.
anti- micro-
(against) (small, short)
5. 10.
39
Name _______________________________________________ Date _____________________________
Word Detective
Help our detective discover the prefix and meaning for each word below.
Underline the prefix. Then write what it means on the first line. On the second
line, write the meaning of the word. Use a dictionary to check your answers.
1. unlucky ______________________________ 6. supermarket ______________________________
______________________________ ______________________________
2. rewind ______________________________ 7. overachieve _______________________________
______________________________ ______________________________
3. misplace ______________________________ 8. underweight ______________________________
______________________________
_____________________________

4. coexist ______________________________
9. abnormal ________________________________
______________________________
________________________________
5. prehistoric ______________________________
10. multilingual ______________________________
______________________________
______________________________
40
Extraordinary Prefixes!
Prefixes That Indicate Location
Getting Started circum- (around)
After reviewing with the class that prefixes appear at the ex- (out)
beginning of a word, point out that these small word parts extra- (beyond)
perform a variety of useful and different functions. Some inter- (between; among)
prefixes have negative meanings, such as dis- or un-. Others mid- (in the middle of)
show time or order, such as post- or pre-. There are also sub- (under; beneath)
prefixes that indicate location (circum-, mid-, sub-, and trans- (across)
trans-); show degree, quality, or size (extra-, out-, over-, and
Prefixes That Indicate Degree, Quality, or Size
under-); and indicate support or opposition (anti-, co-,
extra- (beyond; more than)
counter-, and pro-).
out- (going beyond; surpassing)
Provide each student with a copy of the chart on page over- (excessive; too much)
41. With the class, review the seven prefixes that appear super- (greater than; more than; beyond)
on the chart. Ask students if they can determine what each ultra- (extremely; beyond)
prefix does to the meaning of the word. For example, in under- (insufficient; too little)
the word submarine, the prefix sub- means under; a
submarine is a vessel that goes underwater. In the word Prefixes That Indicate Support or Opposition
anti- (against; opposite)
exhale, ex- means out, and exhale means to breathe out.
co- (together with; joint)
contra- (against; opposite)
Getting to Know Prefixes counter- (something opposite)
The following lists will help familiarize students with the pro- (on the side of; in favor of)
various groups of prefixes and their meanings:
Prefixes With Negative Meanings Prefix Practice

dis- (not; opposite of) Divide the class into two teams. Using the categories listed
in- (not; without; lacking) above, have each team take turns brainstorming words with
mis- (wrongly; astray) each prefix. Encourage students to explain the meaning of
non- (not) each word and why it belongs in a particular category.
un- (not; opposite of)

Use the reproducibles on pages 43 and 44 to help
Prefixes That Reverse Actions students develop a greater understanding of how words can
de- (to reverse an action; to deprive of; to remove) be formed using prefixes.
dis- (to reverse an action; to take away; to remove)
un- (to reverse an action; to deprive of)
Prefixes That Indicate Time or Order

ex- (previous; former)
fore- (before; in front of)
post- (after) Answers: Page 43: Answers will vary. Page 44: 1. re; reside,
rebate, reheat; preside, preheat; debate 2. dis; distend, disease,
pre- (before) dislike; extend; unease 3. con: infer, inverse; concede, confer,
re- (again; back) converse; transfer, transverse 4. com; commit, compose, compel;
submit; propose, propel 5. tele; microscope, micrograph;
autograph; telescope, telegraph, television
42
Name _______________________________________________ Date _____________________________
Wheels of Prefixes
Fill in each section of the wheel with a base word that can be added to the prefix in the center to make a word.
re- un-
(again) (not)
pre- mega-
(before) (great)
dis- mis-
(not) (bad)
43
Name _______________________________________________ Date _____________________________
And the Winner Is . . .

Each numbered item below has three prefixes in the top row and three base words in the bottom row. Which prefix from the top
row can combine with the base words to make the most words? Write the words you can form with each prefix on the lines. Be
sure to check your words in a dictionary! Then circle the winning prefix.
1. re- pre- de- _________________________________________________
side bate heat _________________________________________________
_________________________________________________
2. dis- ex- un- _________________________________________________
tend ease like _________________________________________________
_________________________________________________
3. in- con- trans- _________________________________________________
cede fer verse _________________________________________________
_________________________________________________
4. com- sub- pro- _________________________________________________

mit pose pel _________________________________________________
_________________________________________________
5. micro- auto- tele- _________________________________________________
scope graph vision _________________________________________________
_________________________________________________
44
Activate Your
Knowledge of Suffixes!
Getting Started Rewrite, Please!
Review with the class that suffixes are meaningful word Give students the opportunity to rewrite several sentences
parts that are attached to the end of a word. You might by adding on different suffixes. Point out to students that by
want to further explain that adding a suffix to a particular understanding how words can be formed using suffixes,
word often changes the part of speech of the original word. they will have alternative ways of expressing the same idea.
For example, add the suffix -ness to the adjective short and Write the following sentences on the board. Then read each
you end up with the noun shortness. Other suffixes turn one aloud. Invite volunteers to revise each sentence using
words into adjectives. For example, add the suffix -able to words with suffixes. You might want to remind students that
the base word reason and you end up with the adjective there are many correct possibilities for each sentence.
reasonable. And then there are suffixes that change some 1. The person who teaches us science comes to class every
words into verbs. Take the suffix -ate, for example. If you day. (Our science teacher comes to class daily.)
add it to the word vaccine, you end up with the verb
2. The man in the street acted with reason and caution.
vaccinate. Point out that a list of all possible suffixes would (The man in the street was reasonable and cautious.)
be very long indeed. The list on page 3 provides just a few
of the many suffixes. Suggest that students keep a copy in 3. The small book was filled with information that could be
used. (The booklet was filled with useful information.)
their folder or notebook to use for reference.
4. Because the floor was covered with dust, the manager
told Joe to sweep it as soon as possible. (Because
Getting to Know Suffixes the floor was dusty, the manager told Joe to sweep it
immediately.)
Give each student a copy of the mini-chart on page 45.
Have students look at the seven words on the chart and 5. The young woman with the violin played with passion.
try figuring out how the meaning of the base word has (The young violinist played passionately.)
changed. Ask them to tell you what part of speech each of 6. The businessman was known for his honesty because
the following words is: grace (noun), act (verb), tire (verb), he only made deals that didnt break the law. (The
businessman was known for his honesty because he
quick (adjective), happy (adjective). Then ask them to name
only made deals that were lawful.)

the part of speech the word becomes with the added
suffix: graceful (adjective), actor (noun), tiresome
(adjective), quickly (adverb), happiness (noun). For more exploration of how suffixes work, have students
use page 47 to complete the reproducible on page 48.
Divide the class into two groups. Ask one group to flip
through a textbook or novel that you are reading in class in
order to find at least ten words that do not end with a suffix.
Instruct the other group to change the words part of
speech by adding on a suffix. Then have the two groups
switch jobs. Be sure to clarify with students that not all
words can have suffixes attached to them.
46
Super Suffixes
Suffixes are word parts added to the end of base words. They often, but not always, change the part of speech of the base
word. Here are some important suffixes and their meanings.
Suffixes That Form Nouns:

Suffix Meaning Base Word New Noun
-acy state; quality candidate candidacy
-ism system social socialism
-let small in size book booklet
-ling small; young duck duckling
-ness quality dark darkness
-ship state; condition member membership
Suffixes That Form Adjectives:

Suffix Meaning Base Word New Adjective
-al characteristic of season seasonal
-ate full of affection affectionate
-en made of; like gold golden
-ive characterized by attract attractive
-less without something hope hopeless
-like similar child childlike
-ward in the direction west westward
-y showing something rust rusty
Suffixes That Form Verbs:

Suffix Meaning Base Word New Verb
-ate become; form hyphen hyphenate
-ize make; cause to central centralize
become
-en make; cause to wide widen
become
-fy, -ify cause; make terror terrify
47
Name _______________________________________________ Date _____________________________
Change That Part of Speech!

In the box below are ten words that are often used with suffixes. Select five of the words and tell what part of speech each is.
Then add a suffix to each word and tell what part of speech the new word is. Finally write a sentence using the new word.
danger cheer brain control active

free act fear detect fair
1. Word: ______________________________ Part of Speech: ______________________________
New Word: ____________________________ Part of Speech: ______________________________

48
Awesome Suffixes!
-ion disruption -ize itemize
Getting Started eruption motorize
Your students probably know that many of the words they situation winterize
use are made up of two or more smaller words or word
parts. Explain to them that a suffix is a meaningful group of -ish bluish
letters that can be added at the end of a word to form a sheepish
new word with a different but related meaning. Encourage biggish
students to shut their eyes and imagine a train with three
separate cars. If the locomotive is the prefix, then the
caboose is the suffix. The railroad car in the middle
What Does It Mean?
Write each group of words below on the chalkboard. Ask a
represents the base or root word. Knowing what suffixes
student to read all the words in one word group. Then
mean will help students figure out the meaning of the
invite volunteers to name the base word or root of each
word as a whole.
word in the group. Discuss the meanings of the words.
Lets take a look at a few more examples of some Finally, ask students to figure out what the suffix for each
common suffixes. On the chalkboard, add the suffix -er group means.
(agent; instrument) to the word paint to form the word
1. vegetarian humanitarian librarian
painter. Then have students add the following suffixes to
the words below. 2. original natural political
-hood (state; condition) to child (childhood) 3. failure closure exposure

-dom (domain; condition) to free (freedom)
-ness (quality; state) to dark (darkness)
-less (without; lacking) to life (lifeless)
Suffix Practice
The two reproducibles provide a good way for students to
start thinking about how suffixes can be used in words.
Getting to Know Suffixes Point out that knowing the meaning of a particular suffix
Distribute a copy of the mini-chart on page 49 to each helps unlock the meaning of new and more challenging
student. Have the class review the seven words that appear words.
on the chart. Then divide students into two teams. Provide
each team with several minutes to brainstorm as many

different words as they can that use the same suffix. After
they have finished, have the two teams compare the words
they have brainstormed. The team with the most words is
the winner.
Here are a few examples using each suffix:

Answers: Page 51: affectionate, blockade, breakable, sharpen,
-ous venomous -ment amazement different, freedom, thankful, Japanese, heroism, idolize, placement,
westward, otherwise, abnormality, attractive Page 52: shortness:
thunderous refreshment state or quality of; state of being short; dusty: state or quality of:
furious disappointment covered with dust; droplet: small in size; small drop; baker: one
who does; one who bakes: wisdom: state or fact of being; state of
being wise; childish: relating to; like a child; mournful: full of; full
-arium terrarium -ist artist
of mourning; bothersome: characterized by; causing a bother;
planetarium violinist northern: state or quality of; state of being north; affectionate:
pianist state or quality of; state or quality of showing affection
50
Name _______________________________________________ Date _____________________________
Suffix Addition
Each base word below is missing a suffix. Choose the suffix from the box that can be added to each word. Write the word formed
and its meaning in the spaces provided. There is only one correct answer for each. Use a dictionary to check your answers.
-ate -ent -ity -ize -dom

-ism -ade -ful -wise -ment
-ive -ese -able -en -ward
Base Word Suffix Word Formed Meaning

affection
block
break
sharp
differ
free
thank
Japan
hero
idol
place
west
other
abnormal
attract
51
Name _______________________________________________ Date _____________________________
Suffix Sleuth
Find and underline the suffix in each word. Write what it means on the first line. Then use what you know about the suffix
meaning to write the definition of the word on the second line. Check your answers with a dictionary.
1. shortness ________________________________ 6. childish __________________________________
________________________________ __________________________________
2. dusty ____________________________________ 7. mournful _________________________________
____________________________________ ________________________________
3. droplet __________________________________ 8. bothersome ______________________________
__________________________________ ______________________________
4. baker ____________________________________ 9. northern _________________________________

____________________________________ _________________________________
5. wisdom __________________________________ 10. affectionate ______________________________
__________________________________ ______________________________
52
Know Your Idioms!
Getting Started
Distribute a copy of the mini-chart on page 53 to each
student. The idioms on the chart all relate to animals
somehow. The pictures help to illustrate the meaning of
them. You may want to share the history of each idiom
with your students.
Wolf in Sheeps Clothing

A sheep is considered a gentle animal, while a wolf isnt.
If a person who wasnt very nice wanted to appear gentle,
he or she might use a sheep disguise. The idea behind
this idiom appears in one of Aesops fables and in a story
in the Bible.
Crocodile Tears
This expression was used way back in Ancient Rome (about
Dog Days of Summer
A.D. 300). According to folktales, crocodiles would make a Ancient Roman astronomers knew that Sirius, the dog star,
crying sound, which would attract prey curious to know rose and set with the sun during the hottest weeks of the
what the crying was about. year, July through mid-August. People thought the heat from
the dog star combined with that of the sun to make those
weeks especially hot. People began calling this terribly hot
On Your High Horse time, the dog days of summer.
Hundreds of years ago, during ceremonial marches, people
of high rank in society usually rode on horses that were
taller than average horses. Eventually, people began to say
Getting a Leg Up on Idioms
that a proud or snobby person, was on a high horse. Encourage students to be on the lookout for idioms. You
may want to create a bulletin board display where kids
can post any idioms theyve come across. Students can

Clam Up complete pages 55 and 56 to learn more idioms.
A writer once described a persons lips as being like
clamshells. When a person didnt want to talk, their lips
would clam up.
Answers: Page 55: 1. f 2. e 3. a 4. c 5. b 6. d
54
Name _______________________________________________ Date ____________________________
Idioms Match-Up
Often, you can figure out the meaning of an idiom from its context. Each group of sentences on
the left includes an idiom, which is underlined. Read the sentences and then draw a line match-
ing the meaning of each idiom given on the right.
1. Sierra and Maggie were best friends, who

did everything together. They even dressed a. overactive
alike. They were like two peas in a pod.
2. Nino always got a base hit when he was up

at bat. So he was sure that making the base- b. very eager to listen
ball team would be a piece of cake.
3. Babysitting Jonah is tough. He never stops

moving. He really has ants in his pants.
c. a nervous fluttering of the stomach
4. Jibran took a few deep breaths. The curtain

was about to open. He hoped the butterflies
in his stomach would go away before it was
his turn to sing. d. to jokingly try to lie to someone
5. Andrea really wanted to win the radio con-

test. When the announcer read the direc-
tions, she was all ears.
e. an especially easy task
6. Leifs friends loved joking around. When they

told him an elephant had escaped from the
zoo and was heading toward his neighbor-
hood, he was sure they were pulling his leg. f. alike in looks and behavior
55
Name _______________________________________________ Date ____________________________
A Picture Is Worth 1,000 Words

Choose one of the idioms from the box to illustrate. Your illustration should show the meaning
of the idiom.
stick your neck out
stay on your toes
smell a rat
hold your tongue
make your mouth water
have your head in the clouds
56
Be on the Lookout for Idioms!
Getting Started Through the Grapevine
Provide each student with a copy of the mini-chart on page This African-American idiom may date back as far as the
57. The idioms on this chart all relate to plants somehow. 1600s. The stems of a grapevine wind and stretch for a
The pictures help to illustrate the meaning of them. You long way, from grape cluster to grape cluster. News can also
may want to share the history of each of the idioms on the wind its way, from person to person.
chart with your students.
Getting a Handle on Idioms

Hit the Hay After youve explored the meanings and history of the
People left homeless by the Great Depression in the 1930s idioms on the poster, invite groups of students to act out
were probably the first to use this slang expression. These idioms for other students to guess. Have students work in
people often traveled all over looking for food, work, and a groups of four or five. Make a copy of page 59 and cut
place to sleep. Sometimes they had to sleep in a barn on a apart the lists. Provide each group with one of the lists. Let
pile of hay. Eventually, lots of people began to say hit the them choose one to act out. When theyve finished, have
hay, meaning they were ready to go to sleep. them write the three idioms on the board so students can
guess which one they were acting out.
Cool as a Cucumber The reproducible on page 60 will help students explore

This idiom probably dates as far back as 1500, and was idioms that are related in meaning.
always used to describe people who remained calm.
Scientists have discovered that the inside of a cucumber
actually can be 20 degrees cooler than the outside air.
Top Banana
Some people think this idiom came from an old comedy
routine involving the sharing of bananas, but no one is really
sure. It is used to describe the boss or someone in charge.
Barking Up the Wrong Tree

This expression began during Americas colonial days.
Raccoon hunting was popular, and dogs were trained to
chase a raccoon up a tree and bark furiously to let a hunter
know theyd succeeded in cornering the animal. Sometimes
a raccoon would successfully move to the branches of the
next tree, leaving a dog barking up the wrong tree. Today Answers: Page 4: 1. hit the roof 2. in the drivers seat 3. shoot
anyone who is on a wrong course can be said to be the breeze 4. dont count your chickens before theyve hatched
5. go fly a kite 6. Rock the boat 7. bats in your belfry 8. cost an
barking up the wrong tree.
arm and a leg 9. take a backseat 10. go against the grain
11. thats the way the ball bounces 12. out of the clear blue sky
58
Name _______________________________________________ Date _____________________________
Getting a Handle on Idioms

Group 1 Group 2
1. asleep at the switch 1. bite the hand that feeds you
2. between a rock and a hard place 2. early bird catches the worm
3. bee in your bonnet 3. climb the wall
Group 3 Group 4
1. eager beaver 1. out on a limb
2. hit the books 2. over the hill
3. in hot water 3. lend an ear

Group 5 Group 6
1. let the cat out of the bag 1. thats the way the cookie
crumbles
2. put all your ducks in a row
2. spill the beans
3. walk on eggs
3. rat race
59
Name _______________________________________________ Date _____________________________
Birds of a Feather Flock Together

Many idioms have the same basic meaning. Write each idiom from the list below in the box next
to the idiom that shares its meaning.
bats in your belfry rock the boat out of the clear blue sky
go against the grain dont count your chickens in the drivers seat
take a backseat before theyve hatched thats the way the ball
hit the roof shoot the breeze bounces
cost an arm and a leg go fly a kite
1. blow your stack
2. call the shots
3. chew the fat
4. dont put the cart before the horse
5. go jump in a lake
6. make waves
7. off your rocker

8. pay through the nose
9. play second fiddle
10. rub the wrong way
11. thats the way the cookie crumbles
12. bolt from the blue
60
Compound Words
Getting Started Compound Words
Distribute a copy of the mini-chart on page 61 to each Concentration Game
student. Then, discuss the definition of a compound word
Pairs of students can play this compound-word memory
as well as the different ways compound words can be
game. Make a copy of the reproducible on page 63 and cut
written. Compound words written as one word are called
out all the word cards. To play the game, a pair of students
closed compounds. Open compound words are written as
turns the cards facedown on a table. The first player flips
two separate words. Hyphenated compounds are two or
over two cards. If the words on the cards can be combined
more words separated by hyphens.
to create a compound word, the player names the word,
Point out to students that checking a dictionary is the best explains its meaning, puts the cards aside, and takes another
way to find out whether a compound word is open, closed, turn. If words cant be combined, the other player takes a
or hyphenated. turn. Players take turns until all cards are used. The player
The mini-chart and the activities that follow are a fun way to with the most words at the end of the game wins.
explore compound words.
Compound Word Relay
Clap for Compound Words Divide students into three groups for this challenging relay.
Use this active game to help students identify compound Provide each group with a copy of page 64. Then, give the
words. First, provide each student with five index cards. class a topic, such as on the road or lunchtime. Ask each
Then, ask them to search the room to find items that are group to brainstorm as many compound words as possible
represented by compound words. Have them write each related to the topic. Then encourage them to look their
word on a separate index card and place the cards faceup words up in the dictionary to determine whether they are
on their desks. Invite a student to be a caller. He or she closed, open, or hyphenated compound words. Each group
will read a compound word from one of his or her cards. If should then record their words in the three-column chart
any other students have that same word on their cards, they on page 64. Finally, invite the groups to share their lists and
give a little clap. Then all the students with the matching add up the compound words that all groups wrote.
word turn that card facedown on their desk. For each round,
ask a different student to be a caller, reading a word from
his or her remaining faceup cards. Continue play until all

students cards have been turned facedown.
62
space row lunch neck sand board
fall ship eye work lid goal
turtle box rail water ice cup
road keeper time boat tea ground

bow key home rain cream hog
63
Name _______________________________________________ Date _____________________________
Compound Word Sort

Sort the compound words you brainstormed into the three categories listed below.
OPEN CLOSED HYPHENATED
64

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NEW YORK TORONTO LONDON AUCKLAND SYDNEY

Word Study Learning Packs Scholastic Teaching Resources

Word Study Learning Packs Scholastic Teaching Resources

Cover design by Jay Namerow

Copyright 2007 by Scholastic Inc.

Published by Scholastic Inc. All rights reserved.

Un-, Pre-, De-, Re-, Dis-, Bi-, Im- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Tele-, Anti-, Uni-, Sub-, Inter-, Ex-, Com- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

-ist, -ment, -ion, -arium, -ize, -ish, -ous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

-ology, -ful, -some, -or, -ly, -ate, -ness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

students vocabulary? Researchers Michael Graves and Susan Watts-Taffe

(2002) have suggested that teaching individual words, teaching word-learning

Suggest that students store the mini-charts in a folder or notebook

want to create a bulletin board display for each chart. Encourage

Word Study Learning Packs Scholastic Teaching Resources

them on index cards alongside it. As you introduce each chart, be

sure to have dictionaries and thesauruses available for students.

Consulting more than one reference and comparing definitions

and synonyms will enrich students study of words.

Word Study Learning Packs Scholastic Teaching Resources

Good for You!

a. Vitamin C is supposed to be 1. Suitable or appropriate

b. Most people think Evan looks 2. Skilled

c. I wish I were as good a painter 3. Kind

d. Even after it fell in the water, 4. Undamaged

e. Its very good of you to help 5. Healthy or wholesome

f. This is a good outfit for camping. 6. Close or loyal

g. Genevieve has always been 7. Handsome or attractive

Such a Good Day!

Leo and I had a ____________________ time at the

My favorite ride was the roller coaster. It was really

Word Study Learning Packs Scholastic Teaching Resources

Hope you can come with us next time!

Word Study Learning Packs Scholastic Teaching Resources

Answers: Page 11: a. 4; b. 2; c. 1; d. 5; e. 3; f. 7; g. 6.

b. Carrie was nice enough to show 2. kind

c. Weve been having such nice 3. respectable or polite

d. That ball player throws a really 4. good-looking

e. It isnt nice to interrupt people 5. accomplished or skillful

f. The cozy inn looked really nice. 6. gratifying

g. It was nice for Yesemia to have

A Really Nice Note

Thanks for inviting me to your familys cottage for the weekend.

It was also ____________ to meet everyone in your family.

I hope I can return the favor, and invite you to a sleepover at my

Thanks again! Word Study Learning Packs Scholastic Teaching Resources

Word Study Learning Packs Scholastic Teaching Resources

Pretty as a Picture Collages

What a Beautiful Day!

My cousin got married yesterday and I got to go to the wedding. It

On each table was a ____________ bouquet of flowers. They

Word Study Learning Packs Scholastic Teaching Resources

Write back soon!

Word Study Learning Packs Scholastic Teaching Resources

Answers: Page 19: a. 7; b. 5; c. 1; d. 6; e. 3; f. 2; g. 4.

2. of great power or volume

f. Kara got a big round of 6. generous or noble

g. Yelling at my sister was 7. boastful or unrealistically ambitious

A Big Deal Good-bye

Thank you so much for my ____________ good-bye party.

The house we just moved to feels so ____________ especially

My mom says that soon Ill be ____________ enough to take

Word Study Learning Packs Scholastic Teaching Resources

Remember also to give a ____________ hello to your parents

1. unlucky 6. supermarket

2. rewind 7. overachieve _

3. misplace 8. underweight